". . . But the past does not exist independently from the present. Indeed, the past is only past because there is a present, just as I can point to something over there only because I am here. But nothing is inherently over there or here. In that sense, the past has no content. The past -- or more accurately, pastness -- is a position. Thus, in no way can we identify the past as past." p. 15

". . . But we may want to keep in mind that deeds and words are not as distinguishable as often we presume. History does not belong only to its narrators, professional or amateur. While some of us debate what history is or was, others take it into their own hands." p. 153

Silencing the Past: Power and the Production of History (1995) by Michel-Rolph Trouillot

Friday, July 31, 2009

Our So-Called Teachable Moment

From "Beneath The Radar," by Gary Younge, in The Nation:

It's a basic lesson at relatively low cost. And yet the arrest of Harvard professor Henry Louis Gates Jr. at his home in Cambridge, Massachusetts, suggests we are doomed to keep repeating the lesson. Barack Obama was right when he referred to the arrest as a "teachable moment," but given the brouhaha that has followed, it seems that even a moment involving the nation's most prominent black intellectual teaches us nothing.

This lesson should come in two parts.

First, all such tales attempt to stage racism as a crude morality play, with individuals as absolute victims and absolute villains, rather than as a system of oppression that works primarily through institutions. The victim must have no priors and no drugs. And unless the perpetrator is photographed with a billy club in hand and uses racial slurs that are recorded on tape, we are supposed to give him the benefit of the doubt.

For an individual, that is fair. For a system, it is farcical. While it may be intriguing to speculate about what two people may or may not have been thinking, feeling and intending at any given moment, the proof of racism is in the odds. Black people in America fall foul of not just the law of the land but the law of probabilities as well. They are more likely to be stopped, searched, arrested, convicted and executed. A ridiculous black man and a ridiculous white man do not stand the same chances when put before a man with a badge, gun or gavel. The figures bear this out, and at the end of the day, nooses and burning crosses shouldn't be necessary to demonstrate racism's reach.

Second, the fact that racism might affect a Harvard professor is amazing only if one buys into the idea that black people who have reached a certain status should be exempt from racism. If you believe that, then the problem with Gates's arrest is not racism. It's that he was treated like a regular black person. The issue moves from "If it happened to him it really can happen to anybody" to "It shouldn't have happened to him because he is a somebody."

Which brings us back to Obama, who first said the Cambridge police acted "stupidly," only to then "recalibrate" his remarks before inviting the arresting officer, James Crowley, and Gates to the White House for beers and reconciliation. This was primarily remarkable because, for reasons both pragmatic and strategic, Obama's interventions in matters of race are so very rare.

So it is curious that he would use the considerable influence he has in this area to defend a tenured Harvard professor who was detained for a few hours. Indeed, the only other public pronouncement Obama has made about race since his election was delivered just a week before Gates's arrest, at the NAACP conference. On the organization's centenary he paid homage to the civil rights movement and, recognizing the inequalities bequeathed by segregation, he started talking about parenting.

"We've got to say to our children, Yes, if you're African-American, the odds of growing up amid crime and gangs are higher," Obama said. "Yes, if you live in a poor neighborhood, you will face challenges that somebody in a wealthy suburb does not have to face. But that's not a reason to get bad grades. That's not a reason to cut class.... No one has written your destiny for you.... That's what we have to teach all of our children. No excuses. No excuses."

These two interventions feel like the Talented Tenth circling the wagons. . . .

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